Relevant bibliographies by topics / Activity theory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Activity theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Activity theory"

1

Koschmann, Timothy. "Activity Theory." Journal of the Learning Sciences 7, no. 2 (April 1998): 239–40. http://dx.doi.org/10.1207/s15327809jls0702_4.

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Sharma, Dr Ankita. "Challenging Activity Theory for Subjective Well-being." Indian Journal of Applied Research 3, no. 12 (October 1, 2011): 516–20. http://dx.doi.org/10.15373/2249555x/dec2013/157.

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Holzman, Lois. "What Kind of Theory is Activity Theory?" Theory & Psychology 16, no. 1 (February 2006): 5–11. http://dx.doi.org/10.1177/0959354306060105.

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Larsen, Douglas P., Laura Nimmon, and Lara Varpio. "Cultural Historical Activity Theory." Academic Medicine 94, no. 8 (August 2019): 1255. http://dx.doi.org/10.1097/acm.0000000000002736.

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Li, Yin-yuan, and Liang Chen. "Theory of acoustical activity." Physical Review B 36, no. 18 (December 15, 1987): 9507–13. http://dx.doi.org/10.1103/physrevb.36.9507.

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Rhodes, Ryan E., and Claudio R. Nigg. "Advancing Physical Activity Theory." Exercise and Sport Sciences Reviews 39, no. 3 (July 2011): 113–19. http://dx.doi.org/10.1097/jes.0b013e31821b94c8.

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HAKKARAINEN, PENTTI. "Challenges of Activity Theory." Journal of Russian & East European Psychology 42, no. 2 (May 2004): 3–11. http://dx.doi.org/10.1080/10610405.2004.11059216.

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Peim, Nick. "Activity theory and ontology." Educational Review 61, no. 2 (May 2009): 167–80. http://dx.doi.org/10.1080/00131910902846874.

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Bakhurst, David. "Reflections on activity theory." Educational Review 61, no. 2 (May 2009): 197–210. http://dx.doi.org/10.1080/00131910902846916.

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Prenkert, Frans. "A theory of organizing informed by activity theory." Journal of Organizational Change Management 19, no. 4 (July 2006): 471–90. http://dx.doi.org/10.1108/09534810610676671.

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Dissertations / Theses on the topic "Activity theory"

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Nunez, Iskra. "Critical realist activity theory (CRAT)." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020004/.

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This thesis develops a theoretical-interpretive scheme, a Critical Realist Activity Theory (CRAT). It is argued that learning is a passage through the dialectic, the logic of emancipation and for self-emancipation. The structure of CRAT follows the 1M-5A Bhaskarian dialectical schema to show how the theories of Collaborative Learning, Cooperative Learning, Supplemental Instruction, and Activity Theory (AT) function in a pluralist sense to account for the main critical realist categories of reality — 1M: learning as product (non-identity), 2E: learning as process (negativity), 3L: learning as process-in-product (totality), 4D: learning as product-in-process (transformative agency), and 5A: learning as emancipatory intentionality (reflexivity). In particular, CRAT engages the basic tenets of Critical Realism to provide a philosophical foundation and simultaneously, a resolution to various dualisms that AT suffers from. An immanent critique of AT, as a method of argumentation, is particularly effective for this purpose since it involves taking a theory and its claims about the world and using them to show that the theory is inconsistent with itself. Then CRAT goes on to show, at the level of omissive critique, that a key element that is absent from the historical development of the activity-theoretical approach and explains its dualisms is the omission of a critique of empiricism, i.e., a critique of Humean philosophy. Thereafter, CRAT goes on from the immanent and omissive critiques, a step further with an explanatory critique as a means by which to reincorporate the absent element in AT in order to reclaim and strengthen our perception of emancipatory human praxis. The result from cementing this tradition in a critical realist philosophy is a move through dialectical learning.
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Petterson, Mikael, and Sofia Gunnarsson. "Activity Theory vid utveckling av användbara webbplatser." Thesis, Halmstad University, School of Information Science, Computer and Electrical Engineering (IDE), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-879.

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<p>Denna studie beskriver innebörden i begreppen användbarhet och Activity Theory, samt hur den senare kan användas för att stärka utvecklingen av användbara webbplatser. Studien är genomförd ur ett utvecklarperspektiv. Resultatet av studien visar att användbarhet är en egenskap som uppstår i användandet av en artefakt, detta pekar både teori och empiri på. Studien visar också att Activity Theory kan användas på flera sätt för att stärka utvecklingen av användbara webbplatser. Vi anser att de resultat vi kommit fram till i vår studie gäller inte bara för utveckling av webbplatser utan de gäller även utvecklingen av informationssystem och informationsteknologi i en vidare utsträckning.</p>
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Larkin, Kevin Michael. "Investigating Student Netbook Usage using Activity Theory." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365512.

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Access to information and communication technologies (ICT) by students for learning has been acknowledged as being important in the 21st Century. Governments, education systems and schools have been moving to greater levels of access, including students having 1:1 computing access, referred to as ubiquitous or uLearning. As schools move to 1:1 computing, research is required to inform the design and provision of access and usage by students. This study sought to determine whether or not ubiquitous access to netbook computers equated to ubiquitous usage of the devices and whether or not varying the pattern and ratio of access affected the uptake and impact of netbook usage. It also sought to determine whether or not netbooks were an appropriate computing device for early adolescent learners, and whether or not the use of the netbooks affected the classroom environment. Specifically, it examined the impact of the netbooks on student productivity, social activity, teacher control and individual learning. It also sought to further establish whether or not Activity Theory (AT) was an appropriate methodological and conceptual framework for classroom based research. Four classrooms received the netbooks in one of the following four patterns: • 1:1 student to netbook access - 5 days per week for 6 weeks; • 1:1 student to netbook access - 3 days per week for 10 weeks; • 1:2 student to netbook access - 5 days per week for 6 weeks; and, • 1:2 student to netbook access - 3 days per week for 10 weeks. The study drew upon AT as the conceptual framework and employed a mixed method methodology. The study, conducted in a South East Queensland Catholic Primary School, involved 120 Year 7 students and four classroom teachers. Throughout the 2009 school year data were collected about the students, the teachers, and the classroom environments via interviews, student forums, surveys, questionnaires, data logging software, researcher diary and classroom observations. Questionnaire data relating to classroom environments were analysed using SPSS and statistical significance determined using t-tests and correlational analysis. Interview, survey and observational data were initially coded using six Activity Theory nodes (Subject, Object, Tools, Division of Labour, Community and Rules and the eight NCEI sub-scales (Involvement, Innovation, Teacher Control, Teacher Support, Order and Organisation, Competition, Affiliation and Group Work. As analysis continued, further nodes emerged including student productivity, Technological Pedagogical Content Knowledge (TPACK) and the crowded curriculum. NVivo was utilised to assist in this analysis. The study found that ubiquitous access did not equate to ubiquitous use with average daily use of the netbooks of between 60 – 90 minutes. The netbooks were considered as an appropriate computing device by the students and teachers in this study and provided a balance between mobility and functionality. Statistically significant changes occurred in three classrooms. These changes related to Order and Organisation in one classroom and Teacher Control and Involvement in two classrooms. The use of the netbooks had significant impact on student productivity and social activity but no impact on individualised learning. Minor changes occurred to teacher pedagogy in two of the classrooms. Varying the pattern and ratio of use was a significant factor in the findings noted above and the study recommends the allocation of computers in a 1:2 rather that 1:1 ratio. This research is significant as it can inform other primary schools as they determine the most effective means in which to utilise new mobile technologies. It is also relevant to informing secondary schools as they consider the implementation of the Digital Education Revolution (DER). This research also informs the broader debate as to whether or not 1:1 distribution of computers is most efficacious in terms of student outcomes and whether or not netbooks are an appropriate computing solution for early adolescent students.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text
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Hardman, Joanne. "New technology, new pedagogy? : an activity theory analysis of pedagogical activity with computers." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10656.

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Includes bibliographical references (p. 292-301).<br>This thesis addresses the question: how does pedagogy vary, if at all with the use of computers in four disadvantaged grade 6 mathematics classrooms in the Western Cape province of South Africa'? To address this question an exploratory multiple case study design allowed for the collection of data in the form of questionnaires interviews and, primarily classroom observations over the course of a year in four disadvantaged schools.
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Karpatschof, Benny. "Human activity : contributions to the anthropological sciences from a perspective of activity theory /." Copenhagen : Dansk psykologisk forlag, 2000. http://catalogue.bnf.fr/ark:/12148/cb37716657t.

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Ahmad, Zubair, and Jasim Mumtaz. "Implementation of Activity Theory in Umeå University Library." Thesis, Umeå universitet, Institutionen för informatik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-52919.

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Information technology is playing a vital role in our every field of life. The most common use of information is in the field of education. Use of information technology in libraries is very important. People from differents works of life extract information from these libraries. In this paper, we have tried to identify how can we facilitate the Umeå university library users for better interaction with the information? We have used different methods for collection of data to identify the Umeå university libray problems and then we analysed the whole library system with the help of Engeström Activity theory, to find out which factors are effeting the interaction between users and library and creating main problems. In the end we have given some suggestions for the improvement of interaction between users and Umeå library to facilitate them for accessing information.
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Burger, Katharina Maria. "Understanding problem structuring methods interventions with activity theory." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702229.

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This research aims to explicate how Problem Structuring Methods Interventions (PSMI) can be understood as practical accomplishments. Activity Theory (AT) is presented as a practice-based approach to re-establish connections between problem structuring methods and socio-cultural-technical environments which are seen as mutually constitutive. An exploratory approach is developed to inquire into opportunities for social learning that are afforded by PSMIs which are entangled in multi-sited and multi-temporal socio-technical transitions. An ethnographic case study of a project in the area of sustainable city district redevelopment is presented. Video data was collected during two PSMI workshops. The data was complemented by in-depth interviews, project documentation and participant observation. The analysis of model-mediated in-situ interactions during the observed PSMIs suggests that processes of appropriation, transformation and co-creation took place. However, the findings also highlight the local, idiosyncratic and contingent characteristics of interactions during PSMIs. The inquiry into relations between the in-situ dynamics and the PSMIs in context indicates that the development of co-constructive and relational problem structuring processes in practice is an ongoing challenge. The research concludes that problem structuring methods interventions can be understood as the practical accomplishment of problem (infra)structuring.
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Barnett, Elizabeth. "Physical Activity and Enjoyment: Measurement, Evaluation, and Theory." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27201740.

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Childhood engagement in physical activity improves health and contributes to the sustainment of physical activity in adulthood. My dissertation research broadens scholarship by disentangling the effects of sports- vs. non-sports-focused summer camps on children’s physical activity and identifying modifiable activity characteristics contributing to physical activity enjoyment, an important predictor of physical activity sustainment. My work also challenges current discourse by presenting the analytical argument for bringing enjoyment research to the forefront of public health. In Chapter 1, I hypothesize that children attending a sports camp spend more time in moderate-to-vigorous physical activity (MVPA) compared to children attending general day camps. Multivariable linear regression models estimated differences in percent of accelerometer-monitored time spent in MVPA. Children in the sports camp spent significantly more time in MVPA compared to children in a non-sports-oriented camp. This is the first study of its kind to use real data to document physical activity differences between sports and non-sports camps. In Chapter 2, I investigate whether children in a sports camp experience higher enjoyment when the activity 1) is competitive, 2) has an active line or no line, 3) involves active coaches, 4) poses challenge, or 5) requires skill. Enjoyment scores were higher for competitive vs. non-competitive activities and those with higher perceived challenge and skill. Integrating challenging, competitive, and skill-building activities into sports camps is relatively simple, yet may have broad effects on children’s physical activity behavior. Chapter 3 presents rationales for bringing enjoyment to the forefront of public health dialogue and action to increase physical activity in children. I outline five challenges that have limited physical activity enjoyment research and offer strategies for addressing them. While other fields have linked physical activity enjoyment with physical activity maintenance, the public health field rarely measures or incorporates enjoyment in epidemiologic, intervention, or theory research. Increasing physical activity in childhood should be prioritized in public health. The findings and lessons from these chapters not only contribute new scientific evidence, but also have the potential to inform policies and programs that improve children’s relationship with and experiences of physical activity during childhood and across the life course.
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Gordon, Susan Eve. "Understanding Students Learning Statistics: An Activity Theory Approach." Thesis, The University of Sydney, 1998. http://hdl.handle.net/2123/353.

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In this project I investigate university students orientations to learning statistics. The students who participated in my research were studying statistics as a compulsory component of their psychology course. My central thesis is that learning develops in the relationship between the thinking, feeling and acting person and the social, institutional and cultural contexts surrounding him or her. How students orient themselves or position themselves to learn statistics is reflected in their engagement with the learning task and their activities. These activities determine the quality of their learning and emerging knowledge. To understand student learning I draw on the powerful theories of Vygotsky (1962, 1978) and Leontev (1978, 1981). In particular, I extend and apply Leontev's construct of activity (Leontev, 1981). This suggests that individuals act in accordance with their purposes and needs which are shaped by and reflect histories and resources, both personal and cultural. My investigation consists of two studies. Study One is a qualitative exploration of the orientations to learning statistics of five older students. These students sought help with statistics at the Mathematics Learning Centre where I work. My case studies of these students are inseparable from my efforts to help them learn statistics. Study Two is grounded in Study One. The main source of data for this broader study is a survey which was completed by 279 psychology students studying statistics. In keeping with the theoretical framework, my methodology involves a holistic analysis of students and the milieu in which they act. My findings suggest relationships among students affective appraisals; their conceptions of statistics; their approaches to learning it; their evaluations and the outcomes of their actions. In Study One the relationships emerged from the students' descriptions. In Study Two I quantified the ways in which variables related to each other. Structure for the data was provided by means of correlations, factor analysis and cluster analysis. For this study I also interviewed students and teachers of statistics. My data support the systemic view of teaching and learning in context afforded by my theoretical perspective. Learning statistics involves the whole person (Semenov, 1978) and is inseparable from the arena of his or her actions. The goal of statistics education is surely to enable students to develop useful, meaningful knowledge. My findings suggest that for many of the participants in my project this goal was not being met. Most of these students reported their reluctance to learn statistics and described adopting primarily surface approaches to learning it. A range of conceptions of the subject was expressed, but for many of the students statistical meaning was evidently reduced to performance on assessment tasks. Such orientations to learning statistics may lead to it becoming irrelevant and inert information. For a few students, however, the experience of learning statistics led to self development and enhanced perspectives on the world in which we live. My project indicates the diversity of students' experiences. It raises issues as to why we teach statistics today and how the teaching and learning of statistics is being supported at university. //REFERENCES Leontev, A. N. (1978). Activity, Consciousness, and Personality. (M. J. Hall, Trans.). Englewood Cliffs, New Jersey: Prentice-Hall. Leontev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The Concept of Activity in Soviet Psychology, (pp. 37-71). New York: M. E. Sharpe. Semenov, N. (1978). An empirical psychological study of thought processes in creative problem-solving from the perspective of the theory of activity. Soviet Psychology, 16(1), 3-46. Vygotsky, L. S. (1962). Thought and Language. Cambridge, Massachusetts: The M.I.T. Press. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
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Gordon, Susan Eve. "Understanding Students Learning Statistics: An Activity Theory Approach." University of Sydney. School of Development and Learning, 1998. http://hdl.handle.net/2123/353.

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In this project I investigate university students orientations to learning statistics. The students who participated in my research were studying statistics as a compulsory component of their psychology course. My central thesis is that learning develops in the relationship between the thinking, feeling and acting person and the social, institutional and cultural contexts surrounding him or her. How students orient themselves or position themselves to learn statistics is reflected in their engagement with the learning task and their activities. These activities determine the quality of their learning and emerging knowledge. To understand student learning I draw on the powerful theories of Vygotsky (1962, 1978) and Leontev (1978, 1981). In particular, I extend and apply Leontev's construct of activity (Leontev, 1981). This suggests that individuals act in accordance with their purposes and needs which are shaped by and reflect histories and resources, both personal and cultural. My investigation consists of two studies. Study One is a qualitative exploration of the orientations to learning statistics of five older students. These students sought help with statistics at the Mathematics Learning Centre where I work. My case studies of these students are inseparable from my efforts to help them learn statistics. Study Two is grounded in Study One. The main source of data for this broader study is a survey which was completed by 279 psychology students studying statistics. In keeping with the theoretical framework, my methodology involves a holistic analysis of students and the milieu in which they act. My findings suggest relationships among students affective appraisals; their conceptions of statistics; their approaches to learning it; their evaluations and the outcomes of their actions. In Study One the relationships emerged from the students' descriptions. In Study Two I quantified the ways in which variables related to each other. Structure for the data was provided by means of correlations, factor analysis and cluster analysis. For this study I also interviewed students and teachers of statistics. My data support the systemic view of teaching and learning in context afforded by my theoretical perspective. Learning statistics involves the whole person (Semenov, 1978) and is inseparable from the arena of his or her actions. The goal of statistics education is surely to enable students to develop useful, meaningful knowledge. My findings suggest that for many of the participants in my project this goal was not being met. Most of these students reported their reluctance to learn statistics and described adopting primarily surface approaches to learning it. A range of conceptions of the subject was expressed, but for many of the students statistical meaning was evidently reduced to performance on assessment tasks. Such orientations to learning statistics may lead to it becoming irrelevant and inert information. For a few students, however, the experience of learning statistics led to self development and enhanced perspectives on the world in which we live. My project indicates the diversity of students' experiences. It raises issues as to why we teach statistics today and how the teaching and learning of statistics is being supported at university. //REFERENCES Leontev, A. N. (1978). Activity, Consciousness, and Personality. (M. J. Hall, Trans.). Englewood Cliffs, New Jersey: Prentice-Hall. Leontev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The Concept of Activity in Soviet Psychology, (pp. 37-71). New York: M. E. Sharpe. Semenov, N. (1978). An empirical psychological study of thought processes in creative problem-solving from the perspective of the theory of activity. Soviet Psychology, 16(1), 3-46. Vygotsky, L. S. (1962). Thought and Language. Cambridge, Massachusetts: The M.I.T. Press. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
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Books on the topic "Activity theory"

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Kaptelinin, Victor, and Bonnie Nardi. Activity Theory in HCI. Cham: Springer International Publishing, 2012. http://dx.doi.org/10.1007/978-3-031-02196-1.

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Gedera, Dilani S. P., and P. John Williams, eds. Activity Theory in Education. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-387-2.

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1948-, Engeström Yrjö, Miettinen Reijo, Punamäki-Gitai Raija-Leena, and International Congress for Research on Activity Theory (2nd : 1990 : Lahti, Finland), eds. Perspectives on activity theory. Cambridge: Cambridge University Press, 1999.

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Ovchinskiy, Vladimir, and Grigoriy Sinilov. Theory of operational-search activity. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1573733.

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The basic provisions of the theory of operational investigative activity, the study of which meets the requirements of the state standard of higher legal education, are briefly described. The fourth edition takes into account the latest changes in the current legislation. For students, postgraduates and teachers of law schools, cadets and students of law enforcement and special services universities, operatives, investigators, judges, prosecutors, lawyers and anyone interested in theoretical issues of operational investigative activities.
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Ovchinskiy, Vladimir. Theory of operational-search activity. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1199941.

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The textbook contains basic unclassified provisions of the theory of operational investigative activity, the study of which meets the requirements of the state standard of higher legal education. The fundamental works of scientists who have made a significant contribution to the formation and development of the theory of operational search activity are used. Meets the requirements of the federal state educational standards of higher education of the latest generation. For cadets and students of higher educational organizations of the law enforcement system, students studying in the direction of training 40.03.01 "Jurisprudence" (bachelor's level), graduate students and adjuncts, as well as for scientific and pedagogical workers and anyone interested in theoretical issues of operational investigative activities.
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Sannino, Annalisa, Harry Daniels, and Kris D. Gutierrez, eds. Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, 2009. http://dx.doi.org/10.1017/cbo9780511809989.

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Frank, Epling W., and Pierce W. David, eds. Activity anorexia: Theory, research, and treatment. Mahwah, N.J: Lawrence Erlbaum Associates, 1996.

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Lisa, Sannino Anna, Daniels Harry, and Gutierrez Kris D, eds. Learning and expanding with activity theory. Cambridge: Cambridge University Press, 2009.

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B, Rockland Louis, Beuchat Larry R, Institute of Food Technologists, and International Union of Food Science and Technology., eds. Water activity: Theory and applications to food. New York: M. Dekker, 1987.

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H, Dunning John. Globalization and the theory of MNE activity. Reading: University of Reading, 1999.

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Book chapters on the topic "Activity theory"

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Roth, Wolff-Michael. "Activity Theory." In Encyclopedia of Critical Psychology, 25–31. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_5.

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Teles, Soraia, and Oscar Ribeiro. "Activity Theory." In Encyclopedia of Gerontology and Population Aging, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_748-1.

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Shekhar, Shashi, and Hui Xiong. "Activity Theory." In Encyclopedia of GIS, 11. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-35973-1_27.

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Kowalski, Reinhard. "Activity Theory." In Discovering Your Self, 83–96. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003589983-7.

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Iyamu, Tiko. "Activity theory." In Applying Theories for Information Systems Research, 53–70. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003184119-4.

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Teles, Soraia, and Oscar Ribeiro. "Activity Theory." In Encyclopedia of Gerontology and Population Aging, 36–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-22009-9_748.

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Babapour, Maral, Antonio Cobaleda-Cordero, and MariAnne Karlsson. "Activity Theory." In A Handbook of Theories on Designing Alignment between People and the Office Environment, 236–47. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003128830-20.

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Pohio, Karen. "Activity Theory Tools." In Activity Theory in Education, 153–65. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-387-2_10.

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Schreck, Christopher J. "Routine Activity Theory." In Preventing Crime and Violence, 67–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44124-5_7.

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Andresen, Martin A. "Routine activity theory." In Environmental Criminology, 33–48. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429455391-5.

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Conference papers on the topic "Activity theory"

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Liu, Xiaoqi, Pablo Pascual Cobo, and Ramji Venkataramanan. "Many-user multiple access with random user activity." In 2024 IEEE International Symposium on Information Theory (ISIT), 2993–98. IEEE, 2024. http://dx.doi.org/10.1109/isit57864.2024.10619669.

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Kaptelinin, Victor, and Bonnie A. Nardi. "Activity theory." In CHI '97 extended abstracts. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/1120212.1120321.

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Ryabchikova, Nataliya, and Sergey Sychev. "THEOR THEORY OF COGNITIVE THIA THEORY OF COGNITIVE ACTIVITY FND ARTIFICIAI INTELIGENCE." In XX INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY, 239–40. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4008.sudak.ns2024-20/239-240.

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Uden, Lorna, Ernesto Damiani, Gabriele Gianini, and Paolo Ceravolo. "Activity Theory for OSS Ecosystems." In 2007 Inaugural IEEE-IES Digital EcoSystems and Technologies Conference. IEEE, 2007. http://dx.doi.org/10.1109/dest.2007.371974.

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Karahalios, Karrie. "Session details: Tabletop displays: from activity to activity theory." In CSCW '12: Computer Supported Cooperative Work. New York, NY, USA: ACM, 2012. http://dx.doi.org/10.1145/3256327.

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Bærentsen, Klaus B., and Johan Trettvik. "An activity theory approach to affordance." In the second Nordic conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/572020.572028.

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de Freitas, Maria Rosali, and Elaine Byrne. "Activity theory as an analytical tool." In the 2006 annual research conference of the South African institute of computer scientists and information technologists. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1216262.1216272.

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Vaswani, N., A. R. Chowdhury, and R. Chellappa. "Statistical shape theory for activity modeling." In 2003 International Conference on Multimedia and Expo. ICME '03. Proceedings (Cat. No.03TH8698). IEEE, 2003. http://dx.doi.org/10.1109/icme.2003.1221278.

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Rodrigues, Laís, and Silvio Barreto Campello. "The emotional dimension in activity theory." In 6th Information Design International Conference. São Paulo: Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/designpro-cidi-39.

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"Application of Social Network Theory to Software Development: The problem of task allocation." In The 2nd International Workshop on Computer Supported Activity Coordination. SciTePress - Science and and Technology Publications, 2005. http://dx.doi.org/10.5220/0002576500030017.

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Reports on the topic "Activity theory"

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Greenwald-Yarnell, Megan, Kristin Divis, Elizabeth Fleming Lindsley, Siobhan Heiden, Megan Nyre-Yu, Peter Odom, Michelle Pang, Madison Salmon, and Austin Silva. Activity Theory Literature Review. Office of Scientific and Technical Information (OSTI), November 2022. http://dx.doi.org/10.2172/1898058.

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Schwartzstein, Joshua, and Andrei Shleifer. An Activity-Generating Theory of Regulation. Cambridge, MA: National Bureau of Economic Research, February 2009. http://dx.doi.org/10.3386/w14752.

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Ding, Dong, Mingfei Liu, Samson Lai, Kevin Blinn, and Meilin Liu. Theory, Investigation and Stability of Cathode Electrocatalytic Activity. Office of Scientific and Technical Information (OSTI), September 2012. http://dx.doi.org/10.2172/1084035.

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Gordon, Roger, and Julie Berry Cullen. Taxes and Entrepreneurial Activity: Theory and Evidence for the U.S. Cambridge, MA: National Bureau of Economic Research, June 2002. http://dx.doi.org/10.3386/w9015.

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Baliunas, S., P. Frick, D. Moss, E. Popova, D. Sokoloff, and W. Soon. Anharmonic and Standing Dynamo Waves: Theory and Observation of Stellar Magnetic Activity. Fort Belvoir, VA: Defense Technical Information Center, April 2005. http://dx.doi.org/10.21236/ada437382.

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Antràs, Pol, Evgenii Fadeev, Teresa Fort, and Felix Tintelnot. Exporting, Global Sourcing, and Multinational Activity: Theory and Evidence from the United States. Cambridge, MA: National Bureau of Economic Research, July 2023. http://dx.doi.org/10.3386/w31488.

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Stewart, Kelly. Investigating the Relationship Between Supervisor Status and the Modus Operandi of Juvenile Sexual Offenders: A Routine Activity Theory Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5353.

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yin, yao, dong sun, fei qi, and cheng qiu. Extended Theory of Planned Behaviour for Physical Activity Behaviour in Youth (15-24)： A Meta-analytic Structural Equation Modeling Approach. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2024. http://dx.doi.org/10.37766/inplasy2024.3.0027.

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Self, Kelly. Theory of Change Narrative: Young Carer Sustained Programme for Students and Train the Trainer Programme for Supporters and Influencers. Sheffield Hallam University, 2023. http://dx.doi.org/10.7190/steer/young_carer.

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Abstract:
Higher Education Progression Partnership (Hepp) is a jointly funded initiative by Sheffield Hallam University and the University of Sheffield that provides impartial advice and guidance across South Yorkshire and North East Derbyshire. Hepp aims to encourage more children, young people and adults that have experienced personal, systemic, or cultural barriers to accessing higher education to consider it as a viable option. Hepp has identified target groups for activity based on their new strategic approach, which includes young carer students. Hepp is perfectly positioned as an impartial provider of advice and guidance to support the access of young carer students. Hepp has existing relationships with young carer organisations, charities and contacts within schools to enable Hepp to connect with students from this underrepresented group. This report provides a narrative and a Theory of Change model for a sustained programme (students) and a Train the Trainer activity (supporters/influencers) which aims to increase awareness and knowledge about higher education. An extensive literature review was undertaken to identify barriers that young carer students may encounter when accessing higher education. The outcomes of both interventions are articulated as short, medium and long-term outcomes. Within the Train the Trainer activity, there are three main activities that stakeholders will be able to engage with: video programme; parent and carer sessions; and stakeholder engagement. The sustained programme for students will involve a launch event, a sustained programme (for year 8 to year 10 students), a celebration event (for year 11 students) and a newsletter.
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Self, Kelly. Theory of Change Narrative: Care Experienced Sustained Programme for Students and Train the Trainer Programme for Supporters and Influencers. Sheffield Hallam University, 2023. http://dx.doi.org/10.7190/steer/care_experienced.

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Abstract:
Higher Education Progression Partnership (Hepp) is a jointly funded initiative by Sheffield Hallam University and the University of Sheffield that provides impartial advice and guidance across South Yorkshire and North East Derbyshire. Hepp aims to encourage more children, young people and adults that have experienced personal, systematic, or cultural barriers to accessing higher education to consider it as a viable option. Hepp has identified target groups for activity based on their new strategic approach, which includes care experienced students. Hepp is perfectly positioned as an impartial provider of advice and guidance to support the access of care experienced students. Hepp has existing relationships with virtual schools, foster carer organisations and designated teachers within schools to enable Hepp to connect with students from this underrepresented group. This report provides a narrative and a Theory of Change model for a sustained programme (students) and a Train the Trainer activity (supporters/influencers) which aims to increase awareness and knowledge about higher education. An extensive literature review was undertaken to identify barriers that care experienced students may encounter when accessing higher education. The outcomes of both interventions are articulated as short, medium and long-term outcomes. Within the Train the Trainer activity, there are three main activities that stakeholders will be able to engage with: video programme; foster carer sessions; and stakeholder engagement. The sustained programme for students will involve a launch event, a sustained programme (for year 8 to year 10 students), a celebration event (for year 11 students) and a newsletter.
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